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Skill 1.A
Creating Diagrams

Science Practice 1 is about creating representations that depict physical phenomena and skill 1.A has a focus on creating diagrams, tables, charts, or schematics to represent physical situations.

This skill will be 0% of the multiple-choice section of the AP Physics 1 exam and will be only part of 20-35% of the free response dedicated to all of science practice 1. The individual skills do not have a % breakdown provided.

How will you recognize when to use this skill?

There are a variety of prompts below to show you the different ways thus can be asked, but most of them say to draw things on a figure that are unique from a typical graph you might use in a math class. Arrows representing vectors, trajectories, schematics, etc. are diagrams we can be prepared to draw.

Diagrams

The following are all types of diagrams students have been asked to make in our course, with example prompts. These are categorized by the unit when they are introduced and grey descriptions indicate diagrams that are not used until Physics 2.

Motion diagrams that may show a series of dots representing positions over time.

"On the figure above draw dots to represent the position of the object at t=1, t=2, and t=3"
This simulation can help you practice connecting the concept of the dot spacing to the types of motion that create the patterns.

Starting in Unit 1 of P1: Vector Diagrams can be for any single vector or even a combination of vectors, at a particular position. These include velocity, acceleration, net force, linear momentum, etc.

"Draw and label vectors on the figure below to show the instantaneous linear acceleration and linear velocity vectors for the object when it is at the position shown." (first example below)
or "On the figure below, draw an arrow showing the direction of the net force on each of the cars at the positions noted by the dots. If the net force is zero at any position, label the dot with 0." (second example below)

Starting in Unit 1 of P1: Trajectory diagrams will show a path an object takes after release, often for projectile motion.

"The object is released at point P. Draw a solid line to represent the trajectory of the center of mass after the object is released. "

Starting in Unit 2 of P1: Free Budy Diagrams to draw all the forces acting on an object under given conditions on a dot that represent the object.

"On the dot below draw and label the forces (not components) that are exerted on the object. Represent each force by a distinct arrow starting on, and pointing away from, the dot. Draw the relative lengths of all vectors to reflect the relative magnitudes of all the forces."
Practice with this physicsclassroom.com interactive. Make sure to read the instructions so you can see how to extend the arrows when needed. The labels are a little different than we use in class, but they are usually acceptable (unless the object causing the force is required).
The Course Exam Description details how these will be graded on AP exams "individual forces represented on a free-body diagram must be drawn as individual straight arrows (not components), originating on the dot and pointing in the direction of the force. Individual forces that are in the same direction must be drawn side by side, not overlapping."

Starting in Unit 5 of P1: Force diagrams that are like free body diagrams, except they are not drawn on a dot, but instead on a diagram of the object and are drawn at the location they act on the object

"Draw and label a force diagram of the forces (not components) exerted on the object. Each force in your force diagram must be represented by a distinct arrow starting on, and pointing away from, the point at which the force is exerted on the object."

Starting in Unit 9 of P2: Net Energy Flow diagrams that indicate the overall direction of energy flow typically across one or more boundaries between objects or systems in thermal contact.

"Draw a single arrow on the diagram representing the direction of the net flow of energy between A and B. Repeat this between B and C."

Starting in Unit 10 of P2: Charge Distribution diagrams that model how charge is distributed on the surface or throughout both insulators and conductors within a system.

"On the figure, draw the charge distribution the metal plate."

Starting in Unit 10 of P2: Electrical Potential Isolines diagrams that follow a path through space where electrical potential is the same value at all points on the path.

"For each of the dots on the horizontal dashed line, draw an isoline of electric potential that goes through the dot." (Point P is there for drawing a vector diagram for electric field, but we already covered that in the vector diagrams above. What direction would you draw the net electric field at P?)
Practice this skill using this simulation and improve your understanding of what the lines mean by switching from 3D to equipotential view in this simulation.

Starting in Unit 11 of P2: Electric Circuit Schematic diagrams that model how charge is distributed on the surface or throughout both insulators and conductors within a system.

"Draw a diagram of the circuit in the box below, using the given symbols to represent the components in your diagram. Label similar components with unique letters, like, A, B, C, and D to differentiate the components."
Use the crack the circuit simulator game to practice drawing circuits from a functional concept and use the Phet AC circuit simulator in the lab mode to practice making sure that your are hooking up voltmeters, ammeters, and such correctly. With the Phet simulator DO NOT use the non-contact ammeter.

Starting in Unit 13 of P2: Ray Diagrams that trace the path light rays travel

"The figure below represents the plastic block. The laser beam enters at the dot labeled A on the left side of the block and exits at the dot labeled B on the bottom. On the figure, sketch the path the light takes from where it enters the glass to where it leaves. "
or " The figure below represents one arrangement of a convex mirror and an object. The dot represents the focal point of the mirror and the arrow represents the object. Draw a ray diagram to illustrate the formation of the image that includes at least two rays and the resulting image."
You should use a ruler to draw your lines straight (as I did in the bottom example), which I did not do in the top example because I wanted to be sure you could see which rays were the answer.
Use this simulation and the others in the Light menu to practice ray tracing.

Starting in unit 15 of P2: Energy Level diagrams will show the energy associated with each level an electron can occupy before being ionized.

"In the space below construct an energy-level diagram consistent with the information given [told info that excited electrons emit photons of light when they absorb 3 eV, and 2 photons when they absorb 5 eV], and draw an arrow to indicate the transitions associated with each of the 3 photons emitted."
Practice with this simulation where you can shoot photons at an atom and build/label the model with the data collected or this simulation to focus on how to draw the arrows for transitions.

Tables

We use tables for collecting and presenting data because it is much easier to read and compare than in a long list within a paragraph or written in random places without labeling on a scrap of paper.

The expectation with a table is that there are headers at the top of each column or left of each row that provide enough detail to understand the data, including units when appropriate. The saves you time by not having to write or type the units in each box, which if done in a spreadsheet allows math to be done with the values, and if done by hand saves time and makes it easier to read. I have not seen students be asked to create tables (beyond data collection and linearization) for either course at the time of the writing.

Charts

I am not seeing a pattern of asking students to create charts for as an isolated skill in AP Physics 1 and 2; they are a part of organizing information for problem solving. I cover them briefly here because they are graphical representations you may be asked to make even though they may not have points on your tests or exam assigned to this skill.

Conservation bar charts are often used to track or compare changes in conserved quantities. These have not historically been asked in a free response section where they would be graded (likely because of variations in the approach between LOL charts and bar-only graphs), but they can be used in representing and justifying responses as well as planning problems.

Impulse/Momentum Bar Charts these most often have a bar for the initial momentum of each object that is inside the system boundary (remembering to have opposite signs for opposite directions of momenta), a column for transfer of momentum into or out of the system by FΔt, and then a final bar for the momentum of each object in the system at the end. These are valid for both linear momentum and angular momentum separately.
You could be asked to simply compare the momentum of 2 different systems without the before, transfer, and after analysis we often do.
Work/Energy Bar Charts these most often have a bar for each type of energy that is inside the system boundary (remembering that single object systems can only have kinetic energy, and that kinetic energy cannot be negative), a column for transfer of energy into or out of the system by Fd, and then a final bar for each type of energy in the system at the end.

Comparison bar charts: These have been asked infrequently on FRQ questions, where students are asked to simply compare the energy of 2 different systems or at 2 different positions without the structure or implication of conservation fully being tracked with the diagram. Graphs just for the work done during 2 compared processes could also be assessed.

"Draw shaded rectangles to complete the energy bar charts in the Figure for positions x=0 and x=A. Positive energy values are above the zero-energy line, and negative energy values are below the zero-energy line. Shaded regions should start at the dashed line representing zero energy. Represent any energy that is equal to zero with a distinct line on the zero-energy line. The relative height of each shaded region should reflect the magnitude of the respective energy consistent with the scale shown."
Practice with the universe and more simulation

Practice

Here are some places to look for chances to practice these skills:

Look for these in your progress check free response questions
When working homework assignments, practice quick sketches of these things as you read the problem.
There are a variety of simulations on the unit pages that can help you find ways to practice these things. PhysicsClassroom.com has some of the best drill work on many of these.

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